The document provides guidelines for constructing different types of test questions including matching, sentence completion, essay, and other question types. It discusses principles such as ensuring questions are clear, focused, and at an appropriate level for students. The document emphasizes that creating good tests takes time but plays an important role in evaluation. It also notes that breaking rules is acceptable when one has a good reason.

1. TEST CONSTRUCTION Part II Presented by: Arnel O. Rivera http://www.slideshare.net/ArnelSSI

2. Guidelines for Test Construction What is testing? “ Testing is generally concerned with turning performance into numbers .” (Baxter, 1997)

3. Inform learners and teachers of the strengths and Motivate learners to review or consolidate specific material Guide the planning/development of the ongoing teaching Determine if the objectives Encourage improvement Create a sense of accomplishment Guidelines for Test Construction What are tests for? weaknesses of the process process have been achieved

4. BARRIERS IN TEST CONSTRUCTION Ms. Alanganin – Mr. Highfalutin – Ms. Madaldal – Ms. Magulo – Ms. Malabo – Mr. Pulpol – Ms. Foringer – Ms. Colonial Mentality – confusing statements difficult vocabulary excessive wordiness complex sentence structure unclear instructions unclear illustrative materials linguistically bound words culturally bound words

5. Matching Type

6. Parts of the Matching Type Test (Vertical Type) Column A (Premise) Column B (Response)

7. Parts of the Matching Type Test (Horizontal Type) (Premise) (Response)

8. The list of responses should be relatively short. Response options should be arranged alphabetically or numerically. Directions clearly indicate the basis for matching. Can responses be used more than once? Where will you place your answer? Can students infer relationships or are they based on real world logic? What to Look for on Matching Type Tests

9. Position of matches should be varied. Avoid using patterns. The choices of each matching set should be on one page There are more responses than premises in a single set if responses cannot be used more than once. What to Look for on Matching Type Tests

10. The premises are homogeneous as well as the responses and are grouped as one item. Example: Set A: Provinces in Region I Set B: Provinces in CAR If responses can be used more than once, it should be proportional to the number of premises (3:5 or 4:10) What to Look for on Matching Type Tests

11. Examples: Directions: Match the following. Food A. Primary reinforcer Psychoanalysis B. Sigmund Freud B.F. Skinner C. Operant conditioning Standard deviation D. Measure of variability Schizophrenia E. Hallucinations

12. Examples: Better: (Use homogenous material in matching items, and if responses are not to be used more than once, include more responses than stimuli.) Match the theories in Column A with their proponents in Column B. Write the letter of the correct answer. Column A Column B ___ 1. Psychodynamic Theory A. Albert Bandura ___ 2. Trait Theory B. B.F. Skinner ___ 3. Behaviorism C. Carl Rogers ___ 4. Humanism D. Gordon Allport ___ 5. Social Learning Theory E. Karn Horney F. Raymond Cattell G. Sigmund Freud

13. Activity: Prepare a 4 – 5 item Matching type questions based on the selection in your activity sheet.

14. Sentence Completion / Fill-in the Blanks

15. Only significant words are omitted. When omitting words, enough clues are left so that the student who knows the correct answer can supply the correct response. Ensure that grammatical clues are avoided. What to Look for on Sentence Completion Tests

16. Blanks are at the end of the statement. The length of the responses are limited to single words or short phrases. Questions are not lifted as verbatim quotes from text. What to Look for on Sentence Completion Tests

17. Examples: An animal with six legs is called _________. The item is so indefinite.It can be completed with answers such as bee, mosquito or any other insect Better: 1. Animals with six legs are called ___________.

18. Examples: The __________ is the answer in _____. Too many key words are omitted. Lines are not in equal length. Better: 1. The product is the answers in _________.

19. Examples: 1. If a mango weighs 250 grams, 10 mangoes would weigh ______. There are two possible answers – 250 grams and .25 kilos. Better: 1. If a mango weighs 250 grams, 10 mangoes would weigh ____ grams.

20. Activity: Prepare three sentence completion questions based on the selection in your activity sheet.

21. Essay / Short Answer Test

22. Types of Essay Items: Extended response type The test may be answered by the examinee in whatever manner he wants Example: Do you think teachers should be allowed to work abroad as domestic helpers? Explain your answer.

23. Two Types of Essay Items: Restricted response type The test limits the examinees response may be answered by the examinee’s responses in terms of length, content, style or organization. Example: Give and explain three reasons why the government should or should not allow teachers to work abroad as domestic helpers.

24. The task is clearly defined. The students are given an idea on the scope and direction you intended for the answer to take . The question starts with a description of the required behavior to put them in the correct mind frame. E.g. “Compare” or “Analyze” What to Look for on Essay Tests

25. The questions are written in the linguistic level appropriate to the students. Questions require a student to demonstrate command of background information , not simply repeating information. What to Look for on Essay Tests

26. Questions regarding a student’s opinion on a certain issue should focus not on the opinion but on the way it is presented and argued. A larger number of shorter, more specific questions are better, than, one or two longer questions . What to Look for on Essay Tests

27. Proposed Criteria in Grading Essay Test Ideas (20%) Weight of Evidence Presented (40%) Correct Usage (20%) Logical Conclusions drawn from the evidence (20%)

28. Example: What is wrong with this question? Describe asthma? Better: (Clearly explain what is expected of the student.) Describe asthma. Include in your answer : the pathophysiologic features of asthma the clinical manifestations associated with an asthma episode the management of an asthma episode. (10 points)

29. Example: What is wrong with this question? Who is better, Rizal or Bonifacio? Better: ( The students are given an idea on the scope and direction you intended for the answer to take. ) Compare and contrast the method used by Rizal and Bonifacio in promoting nationalism. (5 points)

30. Activity: Prepare two essay questions based on the selection in your activity sheet. It should cover the extended response type and the restrictive response type .

31. Other types of Test Questions

32. Restricted Response Test (RRT) Test takers are not given choices as possible answers. Items ask for a specific answer to each questions. Example: Who discovered the Philippines? Enumerate the four elements of the state?

33. Principles in constructing RRT Do not ask for trivial facts or details. It is not only useless but also frustrates the students. How many balls are used in a 9-ball match? Questions should elicit facts not opinions? What do you think Pres. GMA should do for the country to recover from its’ economic deficit? Minimize questions that call for sheer memory work unless if the answer has important analytical significance. When will the next president be sworn to office?

34. Test takers are asked to arrange items in a systematic or logical order. Arrange the presidents according to their term of office. _____ Fidel Ramos _____ Joseph Estrada _____ Corazon Aquino _____ Gloria Macapagal - Arroyo Chronological Sequencing Test (CST)

35. Principles in constructing CST Items should be homogenous and are related to each other. There should not be more than 5 items in each set. Do not number the items. This confuses the students. All items to be arranged should be in the same page. Directions should be clearly stated and that each set should be labeled about their relevance.

36. What is wrong in this test question? Arrange the following events in their chronological order. Bataan Surrenders The Japanese attacks the US fleet in Pearl Harbor, Hawaii. Hitler invades Poland The US declares war with Japan. Gen. MacArthur escapes to Australia.

37. Better: 21-25.) War in the Pacific Arrange the following events in chronological order. Write the numbers 1-5 on the blanks provided. ___ USAFEE forces in Bataan surrender to the Japanese. ___ Japanese forces attacks the US fleet in Pearl Harbor, Hawaii. ___ Japan breaks diplomatic ties with the US. ___ The US declares war with Japan. ___ Gen. MacArthur escapes to Australia from Corregidor.

38. Proposed Arrangement of Test Items True or False Multiple Choice Matching Type Sentence Completion Others (RRT/Analogy/CST) Essay

39. Things to Remember: Making a good test takes time Teachers have the obligation to provide their students with the best evaluation Tests play an essential role in the life of the students, parents, teachers and other educators Break any of the rules when you have a good reason for doing so! (emphasis mine) (Mehrens, 1973)

40. A good lesson makes a good question A good question makes a good content A good content makes a good test A good test makes a good grade A good grade makes a good student A good student makes a good COMMUNITY Jesus Ochave Ph.D. VP Research Planning & Development Philippine Normal University POINTS TO PONDER…

41. For questions , comments or if you want to download this file, log-on to: http://www.slideshare.net/ArnelSSI Thank Y u!